ELTE Tanító- és Óvóképző Kar
English for baby-care ESP coursebook for students of infant and early childhood care Angol szaknyelv csecsemő- és kisgyermeknevelő szakos hallgatóknak
Dr. Árva Valéria
English for baby-care ESP coursebook for students of infant and early childhood care Angol szaknyelv csecsemő- és kisgyermeknevelő szakos hallgatóknak
Dr. Árva Valéria Author: Dr. Árva Valéria English language lector: Dr. Reyes Maria Teresa Illusztration:Sallai Kitti
Technical editor: M. Pintér Tibor
A kötet megjelentetését a TÁMOP-4.1.2.B.2-13/1-2013-0007 „Országos koordinációval a pedagógusképzés megújításáért” projekt támogatta.
ISBN 978-963-284-600-2 Felelős kiadó ELTE Tanító- és Óvóképző Kar The author would like to thank her infant and early childhood education students of the academic year 2013/14 at ELTE TÓK, for participating in piloting this book. TÁMOP 4.1.2.B.2-13/1-2013-0007 „ORSZÁGOS KOORDINÁCIÓVAL A PEDAGÓGUSKÉPZÉS MEGÚJÍTÁSÁÉRT”
Contents
Unit 1: General baby care 7
Unit 2: Baby health care 12
Unit 3: Changing diapers 18
Unit 4: Feeding babies 22
Unit 5: Dressing babies 28
Unit 6: Potty training 33
Unit 7: Temper tantrums 37
Unit 8: Reading books for toddlers 43
Unit 9: Toys for toddlers 48
Unit 10: Games 54
Answer keys 60
Sources 63
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Unit 1
General baby care
1) Warmer
Baby Animals memory game – prepare the cards and play the game: dog–puppy sheep–lamb cow–calf pig–piglet horse–foal insect–larva cat–kitten hen–chick lion–cub butterfly–caterpillar
2) Pre-reading task ’Babies should live according to strict routines.’ a) Make a list of pros and cons.
Pros: Cons:
......
......
...... b) Get into pairs and discuss the statement. Student A should argue for, Student B against the statement.
Useful language for discussions: I agree ..., I can see your point ... , I absolutely agree ...
I don’t quite agree with you on this ..., There is some truth in what you are saying, but ... I am (not) against ..., You may be wrong about this ...
Don’t you see ...? We seem to differ on this ...
3) Reading
While you are reading, choose the appropriate heading for each entry from the list below: Crying, Pets, Diapers, Sleep, Bathing, Play, Skin care, Travel, Siblings, Feeding
10 Baby Care Tips Congratulations! A baby is sure to light up any home, but knowing how best to accom- modate your new son or daughter is key to a happy transition. Sure, your child is a little person, but don’t expect Junior to pull up a beanbag and nosh on nachos with dad at all hours of the night. Not only will you need to put some thought into your child’s feeding and sleeping routines, you’ve also got to make sure any siblings are ready to step up their game as well. And, oh yeah, did we mention the diapers? Well, hold on … there’s more.
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1: Babies thrive on schedules. Even when travelling, do your best to stick to the regular routine and schedule to keep your little one in the best mood possible.
2: Sleep begets sleep. First-time parents don’t believe it, but a healthy nap-time routine makes for a better night’s sleep. Overtired babies have a hard time falling asleep and wake more often in the nighttime. Begin establishing a healthy sleeping pattern as early as two weeks. Your newborn might not be ready for a schedule, but keeping the routine demonstrates early on what you expect in terms of adequate baby rest.
3: Sunscreen isn’t recommended for children under 6 months of age. Keep them in the shade until you can safely protect their skin.
4: Accentuate the positive. A new baby means a lot of changes for the family. Praise your older children for their help, patience and understanding, and they will adjust to the new family member with ease.
5: There is nothing wrong with the basics: patty-cake and peekaboo are games that have been used for years to entertain babies, while helping their brains grow. Your child will respond to the stimulation and enjoy the interaction.
6: The family pet needs to adjust to the new family member. Bringing home a blanket or outfit the baby has worn is always helpful, but also keep Fido to his normal routines. Skipping the long morning walk is fine for a day or two, but lack of exercise and atten- tion will only make the animal resentful. Find a routine that works and stick with it.
7: Consider starting your child off with a vegetable rather than a sweet fruit. Introduce vege- tables as soon as you start solid foods to get your child’s nutrition off on the right foot.
8: Most babies experience diaper rash in their lifetime. Whether it is caused by a new food, wet diaper or side effect from medicine, the red, chapped skin is painful to baby and worrisome for Mom and Dad. The best treatment? A dry bottom. Make sure your child is completely dry after a diaper change, even if it means going naked for a few extra minutes. Change diapers more frequently, and use one of the many over-the-counter products to soothe and calm the skin.
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9: Babies cry. It’s no secret. It’s their only method of communication. After you check all the basics of hunger, diaper and noise, remind yourself that your child has been in a quiet safe womb for a long 40 weeks. Swaddle him or her in a blanket, hold them snugly and rock softly. Recreating that little nest will help calm a fussy newborn and hopefully, provide some much-needed sleep.
10: You might need a daily shower to wake up, but a baby needs a gentle bath every other day or so. Skip the soap, and use a gentle made-for-baby cleanser to protect baby’s sensitive skin.
Source: http://tlc.howstuffworks.com/family/baby/10-baby-care-tips.htm
Vocabulary
adequate over-the-counter product to adjust to something overtired beanbag painful blanket patty-cake brain peekaboo diaper resentful diaper rash to rock a baby softly dry bottom routine: feeding routine, sleeping extra minutes routine, to keep the routine Fido schedule first-time parent sensitive skin fussy sibling gentle bath side effect to go naked to skip something hold somebody snugly sleep: a good night’s sleep, fall asleep to hold on sleeping pattern interaction solid food lack of exercise to soothe to light up to stick with / to the routine to make sure stimulation method of communication sunscreen nap-time to swaddle nest to thrive on newborn with ease nutrition womb outfit worrisome
4) Vocabulary practice
Which words correspond with the following definitions? 1. a brother or a sister: ...... 2. daily routine: ...... 3. afternoon sleep: ...... 4. be happy, develop well: ...... 5. red spots on the skin, caused by dirty nappies: ...... 6. a type of medicine that is available without a prescription: ......
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7. to do the same things at the same time: ...... 8. to calm somebebody: ...... 9. clothes that you put on: ...... 10. the organ where the embryo develops: ...... 11. a person who easily feels hurt or insulted: ......
5) Comprehension check
Now work in pairs. Take turns summarising what was said in each paragraph.
Student A is speaking, Student B is listening and checking. Change roles after each paragraph.
6) Communication: Writing – Agony column Student A: Imagine you are the parent of a newborn baby, with no previous experience. Focusing on one of the topics in the article, write a letter of 50 words to an ’Agony Aunt’ of an online parenting magazine and ask questions about an aspect of babycare. Make sure that in your letter you use at least 5 words/expressions from the text. Look at the example:
Dear Mrs Patmore,
We are the first-time parents of a beautiful two-week-old baby girl. She is healthy, balanced and has a proper feeding routine. However, she finds it difficult to fall asleep in the evenings. She is overtired by now. What should we do? Can you help?
Regards,
Mary and John
Student B: Read the letter written to you by Student A and write an answer using what you have just read in the article. Make sure you use at least 3 words/expressions from the text.
7) Time for rhymes: PEEK-A-BOO! Peek, (hands in front of face, peek to side) Peek, (peek to other side) Peek-a-boo. (part hands, peek between) Peek, (hands in front of face, peek to side) Peek, (peek to other side) I see you. (part hands, peek between)
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TWO LITTLE EYES Two little eyes to look around, Two little ears to hear each sound, One little nose to smell what’s sweet, One little mouth that likes to eat. (Point to baby’s features as mentioned.)
BABY’S FACE Brow, brow, brinkie, Eye, eye, winkie, Cheek, cheek, cherry, Mouth, mouth, merry, Chin-chopper, chin-chopper, Chin, chin, chin. (Point to parts of face and wiggle chin on last line.)
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Unit 2
Baby health care
1) Warmer
Collect health related proverbs: e.g. An apple a day keeps the doctor away.
......
2) Pre-reading task:
1. With your partner collect the diseases you have gone through as a toddler.
2. Can you remember your pediatrician (i.e. doctor who treats children)? What was he/she like?
3) Reading
Baby Health Care Welcome to the world of worry! New parents often fret over every little thing and the temptation to call the doctor for your baby’s first hangnail may seem irresistible, but do your best to refrain.
Still, a little reassurance never hurts.
Before you freak out – or maybe to prevent you from freaking out – read these baby- care tips:
Make sure your medicine cabinet is well-stocked with all the baby-care essentials you’ll need to handle a cold or a fever when it happens. Keep a list of important phone numbers by the phone—include your doctor’s number, a number for your local urgent care clinic or the ER, and numbers for emergency sitters, if you have older kids. Tape a dosage chart for baby Tylenol and Motrin inside the medicine cabinet door to save you from having to Google your baby’s weight every time you need to treat a fever or prepare for shots.
Finally, ask your doctor to review some ’when to call the doctor’ symptoms with you. They can give you great peace of mind—and might just keep the pediatrician from labelling you the ’crazy lady with the baby.’
Source: http://www.parentsconnect.com/parenting-your-kids/baby/care/baby-health-tips.html
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Vocabulary baby-care essentials medicine cabinet baby’s weight peace of mind dosage chart pediatrician ER to refrain from emergency sitter shot fever symptom to freak out to tape to fret over sg treat a fever to Google Tylenol handle a cold urgent care clinic hangnail well stocked to make sure
4) Vocabulary practice a) Unscramble the following words: efrev – ...... tnaapditierc – ...... sogdae – ...... tysommp – ...... tosh – ...... iwgeth – ...... b) Fill in the gaps with the words from the text
Baby Health Care Welcome to the world of worry! New parents often fret ...... every little thing and the temptation to call the doctor for your baby’s first ...... may seem irresistible, but do your best to refrain.
Still, a little reassurance never hurts.
Before you freak out – or maybe to prevent you from freaking out – read these baby-care tips: Make sure your ...... cabinet is well-stocked with all the baby-care essentials you’ll need to ...... a cold or a ...... when it happens. Keep a list of important phone numbers by the phone—include your doctor’s number, a number for your local ...... care clinic or the ER, and numbers for emergency sitters, if you have older kids.
Tape a ...... chart for baby Tylenol and Motrin inside the medicine cabinet door to save you from having to Google your baby’s weight every time you need to ...... a fever or prepare for shots. Finally, ask your doctor to review some ’when to call the doctor’ symptoms with you. They can give you great ...... of mind – and might just keep the ...... from labelling you the ’crazy lady with the baby.’
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More health-related vocabulary ache: head/ear/tooth/tummy to suffer from to bring down / relieve fever (to have) temperature (UK) to burp tonsillitis chickenpox to vomit / throw up / be sick cold whooping cough congested/stuffy nose / blocked airways to wipe the nose diarrhoea (to have) fever (US) Medications: flu antibiotics fracture drops – eye/nose/ear German measles (rubella) herbal infusion to heal inhalation hiccups lozenge to hydrate nasal saline infection ointment measles over-the-counter products mucus pain killer mumps paracetamol nosebleed penicillin nostril pill nurse / to nurse sling prescription syrup rash vaccination runny nose vapour rub sore throat vitamin
5) Comprehension check: 1. Why are new parents likely to worry about their baby? 2. What do you need to keep in your medicine cabinet? 3. List the phone numbers you need to keep at hand. 4. How can you always be sure about the dosage of medicine for your baby? 5. Who do doctors call the ’crazy lady with the baby’?
6) Communication: Speaking / Role play: How to treat a common cold
Student A: You are the mother of a one-year old baby boy, who has a cold. Describe some of the symptoms listed below to the doctor. Before you start, read carefully the Background Reading material below. • fever • cough • reddened eyes • sore throat • stuffy, runny nose • loss of appetite • irritability and restlessness
Student B: You are the pediatrician. Listen to the mother and make suggestions based on the list and the Background Reading below in Task 7. • Plenty of rest. • Extra breast or bottle feeds, keep him hydrated and bring down his fever. • Help him to breathe more easily by wiping his nose for him. • Infant paracetamol or infant ibuprofen can help relieve fever
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• Nasal saline drops may help to unblock his nose • Vapour rub may help your baby to breathe more easily • Breathing in steam may help to loosen your baby’s blocked airways
7) Background reading for the role play activity in Task 7:
Student A
Common cold It can be heartbreaking to watch your baby suffer his first cold. He will be uncomfortable, snuffling and may have trouble feeding. But there’s a lot you can do to ease your baby’s discomfort. Rest assured it’s called the common cold for a reason. Your baby may have about eight colds in his first year alone. It’s not a serious illness, but it will mean a lot of tissues and long nights for you. How do colds affect babies? If your baby has a common cold, you may notice some of the following: • fever • cough • reddened eyes • sore throat • stuffy, runny nose • loss of appetite • irritability and restlessness • swollen lymph nodes, which are under his armpits, on his neck and the back of his head
Your baby may be having trouble breathing through his nose if he’s all stuffed up, so feeding will probably be difficult. Babies can’t blow their noses, so you’ll have to help your baby to clear the mucus.
Student B
How do I treat a cold? Your baby’s cold will go away on its own. But there are a few things you can do to ease his discomfort: • Make sure your baby gets plenty of rest. • Encourage your baby to take extra breast or bottle feeds. If your baby is formula-fed or on solids he can have water, too. This will keep him hydrated and bring down his fever, if he has one. • Your baby will be too young to blow his own nose. So help him to breathe more easily by wiping his nose for him. You can also dab a little petroleum jelly on to the outside of your baby’s nostrils to reduce any irritation. • Infant paracetamol or infant ibuprofen can help relieve fever. You can give your baby paracetamol if he is two months or older. You can give him ibuprofen if he is three months or older, and weighs at least 5kg (11lbs) . Ask your doctor or pharma- cist if you’re unsure about the correct dose to give your baby. • If your baby is having trouble feeding because of a stuffy nose, nasal saline drops may help to unblock his nose. You can buy these from your pharmacy. Apply the drops to each nostril 15 minutes before a feed. • A vapour rub may help your baby to breathe more easily. You can buy one from your pharmacy. Apply it to his chest and back. Don’t put it on his nostrils as it could restrict his breathing. • Breathing in steam may help to loosen your baby’s blocked airways and relieve his cough. Try sitting in a steamy bathroom for a few minutes, with the shower on,
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while holding your baby. But don’t put your baby too close to hot, steamy water, as it could scald him. Change him into dry clothes afterwards. Don’t give your baby any over-the-counter cough and cold medicines. They should not be given to children under six because of the risk of side-effects. Can I help prevent my baby from getting colds? Breastfeeding is one of the best ways to protect your baby’s health. It passes your antibodies, chemicals in your blood that fight infections, to your baby. This isn’t a foolproof way to protect your baby’s health, but breastfed babies are better at fending off colds and other infections.
Sources: http://www.babycentre.co.uk/a78/common-cold#ixzz2pj8cEWio http://www.babycentre.co.uk/a78/common-cold#ixzz2ZOot0cpC
8) Time for rhymes: SOLOMON GRUNDY Solomon Grundy, Born on Monday, Christened on Tuesday, Married on Wednesday, Took ill on Thursday, Worse on Friday, Died on Saturday, Buried on Sunday, This was the end of Solomon Grundy.
DOCTOR FOSTER Doctor Foster, Went to Gloucester, In a shower of rain.
He stepped in a puddle, Right up to his middle, And never went there again.
FIVE LITTLE MONKEYS Five little monkeys jumping on the bed One fell off and bumped his head Mama called the doctor, And the doctor said No more monkeys jumping on the bed
Four little monkeys jumping on the bed One fell off and bumped his head Mama called the doctor And the doctor said, No more monkeys jumping on the bed
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Two little monkeys jumping on the bed One fell off and bumped his head Mama called the doctor And the doctor said, No more monkeys jumping on the bed
One little monkey jumping on the bed One fell off and bumped his head Mama called the doctor And the doctor said, Put those monkeys right to bed!
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Unit 3
Changing diapers
1) Warmer – ice breaker a) Bring in a photograph of yourself as a baby. The teacher will collect, mix and stick them on the board and the students will have to find out who in each photo is. b) Write down your favourite food, music, film and book title on a piece of paper. The teacher is going to collect the slip from everyone. Each of you will have to pick a slip, read what is written on it and guess who wrote it. c) Do you know any English nursery rhymes or songs? Can you teach them to your group?
2) Pre-reading task
Look up what the difference between a ’nappy’ and a ’diaper’ is.
......
Can you write down the steps you when changing a nappy/diaper?
......
3) Reading
Smelly Diaper Change These instructions on how to change a diaper are just for you if you’ve ever asked your- self, ’The tabs go in the back, right?’ Please note that this information is specifically geared for parents who are using or plan to use disposable diapers.
Difficulty: Easy
Time Required: indefinite
Here’s How: 1. Make sure you have everything you need nearby to change a diaper. 2. Lay your baby on his back on the changing surface. If you are using a changing table, it’s recommended to use the safety straps. 3. Unfasten the diaper tabs. You can raise your child’s bottom off the diaper by gently grasping his ankles and lifting. If there is a lot of bowel movement present, you may want to use the upper half of the diaper to gently sweep it towards the lower half of the diaper. If you are changing a girl, make sure you always wipe from front to back to help prevent infection. 4. Slide the diaper away from the baby and place nearby, but out of reach of baby. 5. If your baby is a newborn, you will want to cleanse the area thoroughly with either cotton balls and warm water or with a wet baby washcloth. Wipes, especially
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those containing alcohol, can cause rashes and irritation until children are about two months old. 6. Place any used disposable cleaning supplies on top of the soiled diaper. 7. Slide a clean diaper under your baby’s bottom making sure tabs are on the portion located under your child’s bottom. Most diapers today have colourful markings or characters indicating the front of the diaper. 8. Before closing the diaper, apply any ointments or creams your doctor has recom- mended for rashes. Doing this step after you’ve placed the new diaper under your baby will help prevent you from having to clean ointments off the changing surface, which can sometimes be difficult. 9. Close the new diaper by pulling the front up over his belly and pulling the tabs open and around to the fastening surface. If you are not using specially cut newborn diapers, be sure to fold the diaper down to avoid irritation of the umbilical stump. 10. Dispose of old diaper by wrapping tabs all the way around and securing inside a bag if desired. 11. Wash changing surface and hands. This step is especially important if your baby is ill, to avoid recontamination. What You Need • diapers • cotton balls, baby washcloths or wipes • creams or ointments for rashes • baby lotion if desired • warm water for cleansing if wipes aren’t used
Source: http://babyparenting.about.com/cs/diapering/ht/changediaper.htm
Vocabulary
baby lotion irritation belly newborn (n) (adj) bottom ointment bowel movement out of reach of sy (disposable) diaper rash (n) to dispose of recontamination changing surface / table safety strap cleaning supplies to slide to cleanse soiled cotton ball to sweep cream tab to fasten / unfasten umbilical stump front washcloth to grasp to wipe (v) / wipe (n) infection
4) Vocabulary practice a) Read these words and match them with their definitions. safety strap a very young baby unfasten to rub a surface lightly to remove dirt diaper tab the condition of being irritated wipe baby’s buttocks infection a strip of leather/plastic for fixing newborn the part of the cord that remains after it has been removed cleanse a small flap of material for fixing
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5) Reading comprehension
Pairwork: Cut up the list of instructions (one step on each slip), mix them and put them in the correct order.
6) Communication: Listening and Speaking a) Listening Copy the link at the bottom of the reading text, log onto the site, find the video link ’How to change a diaper in public’ (or try this: http://video.about.com/singleparents/Change- a-Diaper-in-Public.htm) and watch it. Take notes while you are listening. Do you agree with what she says? b) Speaking - Pairwork Student A takes a doll, changes its nappy and reports on what steps he/she is making. Student B should record him/her while doing this. Watch the video together.
7) Time for rhymes ROUND THE GARDEN Round and round the garden (circle pointer finger on the baby’s palm) Goes the little mouse, (creep fingers up baby’s arm) Up, up, up he creeps, (creep fingers up baby’s arm) Up into his house. (tickle baby under arm)
Round and round the garden (circle pinter finger on baby’s palm) Goes the teddy bear, (continue circling) One step, two steps, (hop fingers up baby’s arm) Tickle you under there. (tickle baby under arm)
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SLOWLY, SLOWLY Slowly, slowly, very slowly (creep fingers up baby’s body) Creeps the little snail. Slowly, slowly, very slowly Up the wooden rail. Quickly, quickly, very quickly (run fingers all over baby’s body) Runs the little mouse. Quickly, quickly, very quickly All around the house.
THIS LITTLE PIG WENT TO MARKET This little pig went to market, (wiggle baby’s big toe) This little pig stayed at home, (wiggle second toe) This little pig had roast beef, (wiggle third toe) This little pig had none, And (wiggle fourth toe) this little pig cried, ’Wee-wee-wee-wee-wee,’ (wiggle little toe) All the way home.
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Unit 4
Feeding babies
1) Warmer a) Collect healthy and unhealthy food. Bring in pictures of different kinds of food and dishes, sort them into two groups: Healthy – Unhealthy. If you can’t decide on the category a certain kind of food should belong to, say why.
Healthy Unhealthy Don’t know
b) Competition: How many different fruits and vegetables can you name in sixty seconds? Make a list of all vegetables and fruits you know in English. Who knows the most?
2) Pre-reading task:
Revise what you know about feeding babies and toddlers. What kind of food can you offer between years 0 and 2?
3) Reading
HOW TO FEED YOUR BABY STEP-BY-STEP Every baby is very special. Don’t worry if your baby eats a little more or less than this guide suggests. In fact, this is perfectly normal. The suggested serving sizes are only guidelines to help you get started.
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FOOD DAILY SUGGESTED AGE FOODS FEEDING TIPS GROUP SERVINGS SERVING SIZE 0-4 Milk • Nurse as long and as months Breast Milk On demand often as your baby wants – or every 1,5-2 hours is okay. • Nurse baby at least 10-20 Formula minutes on each breast. 0-1 months 6-8 2-5 ounces • Six wet diapers a day is a 1-2 months 5-7 3-6 ounces good sign that your baby 2-3 months 4-7 4-7 ounces is getting enough to eat. 3-4 months 4-6 6-8 ounces • There’s no need to force your baby to finish a bottle. • Putting a baby to bed with a bottle can cause choking and baby bottle tooth decay. • Heating formula in the microwave is not recom- mended as milk may heat unevenly and burn baby’s mouth. 4-6 • Breast milk or formula has months Milk Breast milk On demand all the nutrition your baby or needs and will satisfy your baby longer than cereal. Formula* 4-6 6-8 ounces • Start iron-fortified baby cereal by spoon when baby shows these signs Grain Baby cereal 2 1-2 tablespoons of readiness: (iron fortified) • sits with support, • opens mouth when food is offered, • is able to move semi- solid food from the front of tongue to the back. • Introduce only one new cereal each week. 6-8 Milk Breast milk or On demand • Add strained vegeta- months Formula* 3-5 6-8 ounces bles and fruits first, then Grain Baby cereal 2 2-3 tablespoons add cooked vegetables (iron fortified) and mashed or finely Bread or Offer 1/4 slice or chopped fruits later. Crackers 2 crackers • Feed only one new fruit or vegetable each week. Fruit Fruit 2 2-3 tablespoons • When using food from a Fruit juice 1 3 ounces (from jar, remove amount for cup) one feeding and refrig- Vegetable Vegetables 2 2-3 tablespoons erate the unused portion. Meat Chicken, 1 1-2 tablespoons • Try giving 100% fruit juice Beef,Pork in a cup. Juice in the bottle may cause tooth decay. • Add strained meats now. • Feed only one new meat each week.
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8–12 Milk Breast Milk On demand • Wait until baby’s first months or birthday to feed egg Formula* 3-4 6-8 ounces whites. Some babies are Cheese 1/2 ounce sensitive to the egg Plain yogurt Offer 1/2 cup white. It’s okay to give Cottage cheese 1/4 cup baby cooked yolks. Grain Baby cereal 2-3 2-4 tablespoons • Offer fresh fruit and (iron fortified) cooked vegetables in bite Bread or 1-2 1/4 slice or 2 size portions. Some fruits Crackers crackers may need to be peeled (apples, pears). Fruit Fruit 2 3-4 tablespoons • Be patient. Babies are Fruit juice 1 up to 4 ounces messy when they feed Vegetable Vegetables 2 3-4 tablespoons themselves. Meat Chicken, beef, 2 3-4 tablespoons • Always taste heated foods pork, dried before serving them to beans (cooked) baby to make sure they Egg yolk 1 are not too hot. • Continue to offer beverages in a cup. • Offer finger foods to encourage self-feeding. • Let baby use a spoon for self-feeding. 12-14 Milk Breast Milk or On demand 1/2 cup • Children at risk of being months *Whole milk, 4 1/2 ounce overweight or who have yogurt 1/4 cup a family history of obesity, Cheese heart disease or high Grain Cereal, pasta or 1/4 cup cholesterol, should be rice 4-5 1/4 cup given 2% reduced fat milk Bread, muffins, instead of whole milk. rolls • Continue breastfeeding, Crackers 2 crackers if desired, but also offer whole milk in a cup. Fruit Fruit 2 1/2 medium • If formula feeding, change Fruit juice 3-4 ounces (from to whole milk now. cup) • Offer small portions. Never Vegetable Vegetables, 4-5 1/4 cup (cooked) force your toddler to eat. fresh or cooked 1/2 cup (fresh) • Try to avoid power struggles Meat Fish, chicken, over food by respecting turkey, beef, 1/2-1 ounce your toddler’s likes and pork, 3-4 dislikes. Offer rejected foods Cooked beans 2 tablespoons at another time. or peas • Make meals fun and inter- Egg 1 esting. Serve colorful foods that are crunchy, smooth or warm. • Toddlers need three meals and 2-3 snacks every day. Do your best to offer meals and snacks at about the same time each day. • Wean baby from a bottle to a cup.
*If you are bottle feeding, most doctors recommend iron-fortified formula. Ask your doctor which formula is best for your baby.
24 TÁMOP 4.1.2.B.2-13/1-2013-0007 „ORSZÁGOS KOORDINÁCIÓVAL A PEDAGÓGUSKÉPZÉS MEGÚJÍTÁSÁÉRT” source: http://www.oregondairycouncil.org/resources/free_downloads/downloads/How_To_ Feed_Baby-English.pdf
Vocabulary
baby cereal to microwave beverage to nurse bite size nutrition breast obesity breast milk on demand cereal ounce to choke overweight chopped pasta cracker portion crunchy to put a baby to bed dairy self-feeding egg white semi-solid egg yolk sensitive to formula serving grain sign of readiness heart disease snack high cholesterol strained vegetables iron-fortified tooth decay mashed to wean meal whole milk messy
4) Vocabulary practice – write the missing letters in the words: egg _o_k, c_r_a_, b_v_r_g_, w_o_e m_l_, p_r_i_n, f_r_u_a, m_s_y, d_i_y, c_a_k_r, s_r_i_g, s_m_-s_l_d, c_u_c_y
5) Comprehension check
Answer the following questions by scanning and looking for the information in the chart above: 1. How many servings of breast milk should be given to a baby between 0 and 4 months? 2. What are the alternatives for feeding babies between 0 and 4 months? 3. How frequently should a baby of 0-4 months be nursed/breastfed? 4. What are the risks of putting a baby to bed with a bottle? 5. What is the first solid food recommended after milk or formula? 6. What signs of readiness should you be looking for in order to start baby cereal? 7. What is the recommended serving size for vegetables at 6-8 months? 8. At what age can you give crackers to a baby? 9. What is the feeding tip for starting with fruit? 10. What can you do with the unused food in the jar? 11. What kind of dairy products can you give a baby at 8-12 months? 12. What is the recommended starting age for egg whites? 13. Why should you offer finger food to a baby? 14. What should you serve beverages in? 15. How can you avoid power struggles over food? 16. What kind of milk is recommended to children who are at the risk of being overweight? 17. In what forms can you offer grain at 12-24 months? 18. How can you make meals fun and interesting? Extra question: How do these guidelines differ from what you have learnt in your univer- sity studies? 25 TÁMOP 4.1.2.B.2-13/1-2013-0007 „ORSZÁGOS KOORDINÁCIÓVAL A PEDAGÓGUSKÉPZÉS MEGÚJÍTÁSÁÉRT”
6) Communication: Role play: A visit at the pediatrician’s office
In pairs take turns being the doctor and the mom with a problem.
The mother is going to present these problems and the doctor should give an an- swer with explanation: 1. You are the mother of a 15-month-old toddler. She often rejects the food offered to her and you are upset about it. 2. You are the mother of a ten-month-old baby. You want to know how you can encourage self-feeding. 3. You are the mother of a one-year-old toddler. There is a history of heart disease in your family. 4. You are the mother of a five-month-old baby and are wondering how to start weaning. 5. You are the mother of a newborn baby. This is your first baby and you are uncertain about breastfeeding. 6. You are the mother of a seven-month-old baby and want advice on nutrition. 7. You are the mother of a 1,5-year-old toddler. Ask for advice about how you can make meals more fun.
7) Time for rhymes: PAT-A-CAKE Pat-a-cake, pat-a-cake, baker’s man, (clap hands in rhythm) Bake me a cake as fast as you can. (continue clapping in rhythm) Roll it and pat it and mark it with a ’B’. (roll hands) (pat hands) (draw ’B’ in air) Throw it in the oven for baby and me. (throw hands outward) (hug baby)
HOT CROSS BUNS Hot cross buns! Hot cross buns! One a penny, two a penny, Hot cross buns
If you have no daughters give them to your son. One a penny two a penny, Hot cross buns.
PEASE PORRIDGE HOT Pease porridge hot, Pease porridge cold, (clap) (clap) (spread arms) (clap) (clap) (spread arms) Pease porridge in the pot, Nine days old. (clap) (clap) (spread arms) (clap) (clap) (spread arms) Some like it hot, Some like it cold, (continue as above) Some like it in the pot, Nine days old.
TO MARKET, TO MARKET To market, to market, to buy a fat pig; Home again, home again, jiggety jig.
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To market, to market, to buy a fat hog; Home again, home again, jiggety jog.
To market, to market, to buy a white cake; Home again, home again, never was baked. To market, to market, to buy a plum bun; Home again, home again, market is done. (Hold baby while galloping.) (Bounce baby on your knees. On ’done’, give baby a hug.)
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Unit 5
Dressing babies
1) Warmer: a) Body tracing • Lay a big sheet of brown wrapping paper on the floor. • Trace a volunteer student’s body. • Name the body parts. • Draw clothes on her/him. • Discuss the clothes the figure is wearing. b) Vocabulary challenge – do you know any of these words in English? Who knows the most? fodor, zippzár, ujj, nyakkivágás, tépőzár, csipke, szűk/szoros, zokni, frottír, kapucni, gallér, gomb, masni, cipőfűző, patent, farmeranyag, kordbársony, pamut, selyem, vászon c) Touch-and-feel
Look for any leftover fabrics in your home. Cut out a snippet and bring it in to school, where you are going to stick them on a card. Play ’touch-and-feel’ with them: touch them as you are blindfolded and guess the type of fabric. e.g. cotton, linen, wool, corduroy, velvet, denim, lace, silk, terrycloth, acryl, burlap, crochet, nylon, knitting
2) Pre-reading task – Answer these questions: What are the latest fashion trends in baby and toddler clothes? Why can dressing a baby be a challenge?
3) Reading
How to dress your baby Dressing and undressing a newborn can be tricky – just how do you get all those wiggly little limbs into that tiny babygrow? Just relax – while we show you how to dress your baby.
On average your newborn will need about four changes of clothes every day – so you’re in for plenty of practice. Although some babies don’t like being dressed and undressed, persevere – they tend to get used to it as they get older. To keep your stress-levels to a minimum (and your baby’s) try and make sure you’re quick and fairly smooth in your movements and that the room you are dressing your baby in is warm. How to do it: 1. After you’ve topped and tailed your baby, put her nappy on (to prevent messy acci- dents) and then start with the vest. As newborns have very little head control, her head will flop (but not harmfully) unless it’s supported. So, make sure her head is resting on something – be it the changing mat or your hand.
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2. Scrunch up the vest and stretch the neck as wide as possible, so that you can slip it on in one go. Support her neck with one hand, and then ease the vest over her head, without letting it touch her face. This may sound like you’ve got to have as many arms as a friendly octopus, but with practice, you’ll be able to do this in seconds (promise).
3. It’s basically the same principle for the arms. Hold the armhole open as wide as you can, then concert the sleeve up and ease your baby’s hand through the sleeve, and pull down over the arm. Do exactly the same with the other sleeve, and then do up the fastenings between her legs.
4. Lay out a stretchsuit and place your baby on top. Take one leg of the stretchsuit and gently ease your baby’s leg into it. Do the same with the other leg. Then gather up one sleeve and hold it open while you guide your baby’s hand through. Repeat with the other side. Finally do up the fastenings.
Choosing clothes – seven things to remember It’s hard not to go all gooey at all the cute clothes you can buy for you baby – but pick stuff that’s practical and comfortable – as well as making you go aah…
1. Avoid tight necklines as most babies hate stuff pulled down over their heads, try and pick clothes which do up at the front or at the back.
2. Zips or front fastenings should be generous enough so you don’t have to bend your baby’s legs double to get them into the suit.
3. Avoid frills round the neck – they’ll get covered in dribble and food (nice) and will irritate your baby’s chin.
4. Make sure the feet of all in one suits, socks and tights have enough room. Too tight, and they could be uncomfortable for your baby’s feet.
5. Soft, stretchy fabrics are comfortable to wear and easier to dry than denim, cord or other tough fabrics.
6. Avoid open lacy-patterned cardigans and jumpers – little fingers can easily get caught in the holes.
7. Choose stretchsuits with fastenings down both legs, so you don’t have to take the whole thing off every time you change a nappy.
Courtesy of Pregnancy & Birth magazine
Source: http://www.askamum.co.uk/Baby/Search-Results/Clothes/How-to-dress-your-baby/
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Vocabulary
armhole lace back / at the back lacy-patterned to be in for sg limb to bend neckline cardigan to pull down / pull down over the head change of clothes room / enough room changing mat to scrunch up chin sleeve comfortable to slip to concert smooth cord socks cute in one go denim jumper to do up soft dribble stress level to ease to stretch fabric(s) stretchy fastening / to do up the fastening stretchsuit to flop to persevere foot (feet) suit / all in one suit frills tight (adj) front / at the front tights (n) to gather up top (on top) generous to top and tail gently tough to get caught in a hole tricky gooey / to go gooey vest to guide sg through to wear head control wiggly hold sg open zip
4) Vocabulary practice a) Match the two parts of the phrases: gather the fastening hold something gooey stress go go in a hole in one up top open head through get caught control do up level guide and tail
30 TÁMOP 4.1.2.B.2-13/1-2013-0007 „ORSZÁGOS KOORDINÁCIÓVAL A PEDAGÓGUSKÉPZÉS MEGÚJÍTÁSÁÉRT” b) Play ’Bingo’ using the words in the warmer activity:
Bingo
5) Reading comprehension
In pairs answer the following questions: 1. Why do you need to support a newborn’s head while dressing them? 2. Describe how you put a vest on a baby. 3. What is the most convenient way of putting a stretchsuit on a baby? 4. Why is it wise to avoid tight necklines? 5. What do you need to do if zips or front fastenings of a suit are too tight? 6. What are the disadvantages of frills? 7. What fabric is more comfortable to wear: stretchy ones or denim? 8. ’Little fingers can easily get caught in the holes of ...... -patterned cardigans.’ – fill in the gap. 9. If you want to do a quick nappy change, what kind of stretchsuit should you put on your baby?
6) Communication: Speaking and Writing a) ’Guess who?’ game with dress-up paper dolls made by the teacher or the students.
Dress up your paper doll and describe her outfit. Your partner needs to find out which clothes you have chosen for her. b) You are the fashion editor of a family magazine. You need to create a ’Baby Fashion Page’. Collect cut-outs from magazines or the internet and stick them in your exercise book. Then describe the clothes: name, colour, fabric, when it can be worn, etc.
7) Time for rhymes BABY’S CLOTHES 1. Baby’s wearing a red hat, red hat, red hat, Baby’s wearing a red hat all day long. 2. …tennis shoes … 3. …blue coat … While dressing up baby, sing about what the child is wearing. Substitute the child’s name for ’Baby’
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TUMMY BUTTON These are Baby’s fingers, (touch baby’s fingers) These are Baby’s toes, (touch baby’s toes) ’Round and ’round it goes. (make circles on baby’s tummy)
These are Baby’s eyes, (touch baby’s eyes) This is Baby’s nose, (touch baby’s nose) This is Baby’s tummy button, (touch baby’s navel) Right where Mommy blows. (buzz lips on baby’s tummy) Substitute child’s name for ’Baby’.
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Unit 6
Potty training
1) Warmer Remember the time you learnt something to do, e.g. to cycle, ski or tie your shoelace. Can you remember when you managed to do it for the first time?
2) Pre-reading task – think about these questions with your partner. What is the role of the potty? What ’reward’ can you use for potty training? Can potty training be forced? Is there an ideal age for potty training?
3) Reading Potty Training by Vincent Iannelli, MD
Most children show signs of readiness to begin using the toilet as toddlers, usually between 18 months and 3 years of age.
These signs include staying dry for at least 2 hours at a time, having regular bowel movements, being able to follow simple instructions, being uncomfortable with dirty diapers and wanting them to be changed, asking to use the potty chair, or asking to wear regular underwear. You should also be able to tell when your child is about to urinate or have a bowel movement by his facial expression, posture or by what he says. If your child has begun to tell you about having a dirty diaper, you should praise him for telling you and encourage him to tell you in advance next time.
You should choose a potty chair once your child has shown that he is ready to begin toilet training. You can have him decorate it with stickers and sit on it with his clothes on, etc. to help him get used to it. Whenever your child shows signs of needing to urinate or have a bowel movement you should ask him if he wants to use the potty or take him to the chair and explain to him what you want him to do.
Only keep him seated for a few minutes at a time, don’t insist and be prepared to delay training if he shows resistance. Until he is going in the potty, you can try to empty his dirty diapers into his potty chair to help demonstrate what you want him to do.
Things to avoid when toilet training your child are: • beginning during a stressful time or • a period of change in the family (moving, new baby, etc.), • pushing your child too fast, and • punishing mistakes (treat accidents and mistakes lightly).
Be sure to go at your child’s pace and show strong encouragement and praise when he is successful.
Source: http://www.keepkidshealthy.com/parenting_tips/potty_training/index.html 33 TÁMOP 4.1.2.B.2-13/1-2013-0007 „ORSZÁGOS KOORDINÁCIÓVAL A PEDAGÓGUSKÉPZÉS MEGÚJÍTÁSÁÉRT”
Vocabulary
at a time to push sy bowel movement to praise somebody to delay to show resistance to encourage sy to do something sign of readiness encouragement to stay dry facial expression sticker to follow instructions stressful time in advance toilet training to insist underwear to keep sy seated urinate potty chair with sy’s clothes on to punish sy
4) Vocabulary practice
Read the text once more, then cover it and fill in the gaps with the appropriate words: Most children show signs of ...... to begin using the toilet as toddlers, usually between 18 months and 3 years of age.
These signs include staying ...... for at least 2 hours at a time, having regular ...... movements, being able to follow simple instructions, being ...... with dirty diapers and wanting them to be changed, asking to use the potty chair, or asking to wear regular underwear. You should also be able to tell when your child is about to ...... or have a bowel movement by his facial expression, posture or by what he says. If your child has begun to tell you about having a dirty diaper, you should ...... him for telling you and encourage him to tell you in advance next time.
You should choose a potty ...... once your child has shown that he is ready to begin toilet ...... You can have him decorate it with stickers, etc. to help him get used to it. Whenever your child shows signs of needing to urinate or have a bowel movement you should ask him if he wants to use the potty or take him to the chair and explain to him what you want him to do.
Only keep him ...... for a few minutes at a time, don’t insist and be prepared to delay training if he shows ...... Until he is going in the ...... , you can try to empty his dirty diapers into his potty chair to help demonstrate what you want him to do.
Things to avoid when toilet training your child are:
• beginning during a ...... time or • a period of change in the family (moving, new baby, etc.), • pushing your child too fast, and • ...... mistakes (treat accidents and mistakes lightly).
Be sure to go at your child’s pace and show strong encouragement and praise when he is successful.
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5) Comprehension check Are the following statements true (T) or false (F)?
1. Children show signs of readiness between 1,5 and 3 years of age. T / F 2. You need to see all signs of readiness listed in the text before starting potty training. T/F 3. It is a good sign when your child is talking about a dirty diaper. T / F 4. Decorating the potty may make it more attractive. T / F 5. Try to make your child sit on the potty for delayed periods of time. T / F 6. Don’t start potty training at stressful times. T / F
6) Communication – Role play: Radio interview In small groups work out 8–10 questions you would ask a pediatrician in an interview about potty training. Discuss the answers.
Get into pairs and and perform the radio interview.
7) Video: How to potty train a toddler … - YouTube video
Click on the video and listen to it: http://www.youtube.com/watch?v=1bAKUxFtoWY Video comprehension questions: 1. What is the key to successful potty training? 2. What are the three stages to toilet training? 3. What is the first step in potty training? 4. Why do many parents start potty training in the warmer months? 5. What do we call ’training pants’? 6. What is a good time to get your toddler to sit on a potty? 7. What are the tell-tale signs that show she needs to go to the toilet? 8. How can you get your child into the habit of washing hands? 9. What should you do if you have a number of wet nights?
More vocabulary!
accident insist on something bladder control key stages bowel movement control more / less likely bored night control child’s development occur feel stressed one-off feel uncomfortable options (toilet -, potty -) fidgety reward success for a reasonable amount of time tell-tale sign from an early stage toilet paper get the child comfortable training pants habit of washing hands watch out for something in a month’s time wipe his/her bottom in a row wet night inevitable wet-wipe
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7) Time for rhymes: BALLOONS This is the way we blow our balloon. Blow! Blow! Blow! (Place hands on cheeks and gradually puff cheeks out.) This is the way we break our balloon. Oh, oh, no! (’Pop’ cheeks to blow out air.)
I’M AL LITTLE TEAPOT I’m a little teapot, Short and stout. Here is my handle. (Put one hand on hip.) Here is my spout. (Bend other arm out to the side like a spout.) When I get all steamed up, (Jump up.) Hear me shout, ’Tip me over and pour me out!’ (Tip body sideways.)
THIS IS THE CHURCH This is the church, (Clutch fingers of both hands together and close hands.) This is the steeple. (Raise index fingers.) Open the doors (Raise index fingers and thumbs, open hands slightly.) And see all the people! (Open hands so that you can reveal clutching fingers.)
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Unit 7
Temper tantrums
1) Warmer
What makes you angry? Describe some situations. (e.g. when somebody skips the queue in front of you) How do you react when you are frustrated / tired / angry / disappointed / annoyed?
2) Pre-reading task a) Look at the headline of each section in the reading passage. Can you guess what their content is about? b) Which sections do the following quotes come from? i. ’Ignoring the outburst is one way to handle it — if the tantrum poses no threat to your child or others.’ ii. ’Try to give toddlers some control over little things.’ iii. ’Frustration is an unavoidable part of their lives as they learn how people, objects, and their own bodies work.’ iv. ’Now is the time for a hug and reassurance that your child is loved, no matter what.’ v. ’Remember, tantrums usually aren’t cause for concern and generally diminish on their own. ’
3) Reading
Temper Tantrums Your toddler’s second temper tantrum of the day shows no signs of stopping, and super- sonic, ear-shattering, teeth-jarring screams pierce the air. You’d run away and join the circus if only that were a real option. There must be a better way. During the kicking- and-screaming chaos of the moment, tantrums can be downright frustrating. But instead of looking at them as catastrophes, treat tantrums as opportunities for education.
Why Kids Have Tantrums
Temper tantrums range from whining and crying to screaming, kicking, hitting, and breath holding. They’re equally common in boys and girls and usually occur between the ages of 1 to 3.
Kids’ temperaments vary dramatically — so some kids may experience regular tantrums, whereas others have them rarely. They’re a normal part of development and don’t have to be seen as something negative. Unlike adults, kids don’t have the same inhibitions or control.
Imagine how it feels when you’re determined to program your DVD player and aren’t able to do it, no matter how hard you try, because you can’t understand how. It’s pretty frustrating — do you swear, throw the manual, walk away, and slam the door on your way out? That’s the adult version of a tantrum. Toddlers are also trying to master their
37 TÁMOP 4.1.2.B.2-13/1-2013-0007 „ORSZÁGOS KOORDINÁCIÓVAL A PEDAGÓGUSKÉPZÉS MEGÚJÍTÁSÁÉRT” world and when they aren’t able to accomplish a task, they turn to one of the only tools at their disposal for venting frustration — a tantrum.
Several basic causes of tantrums are familiar to parents everywhere: The child is seeking attention or is tired, hungry, or uncomfortable. In addition, tantrums are often the result of kids’ frustration with the world — they can’t get something (for example, an object or a parent) to do what they want. Frustration is an unavoidable part of their lives as they learn how people, objects, and their own bodies work.
Tantrums are common during the second year of life, a time when children are acquiring language. Toddlers generally understand more than they can express. Imagine not being able to communicate your needs to someone — a frustrating experience that may precipitate a tantrum. As language skills improve, tantrums tend to decrease.
Another task toddlers are faced with is an increasing need for autonomy. Toddlers want a sense of independence and control over the environment — more than they may be capable of handling. This creates the perfect condition for power struggles as a child thinks ’I can do it myself’ or ’I want it, give it to me.’ When kids discover that they can’t do it and can’t have everything they want, the stage is set for a tantrum.
to acquire language inhibition autonomy to kick breath holding language skills cause opportunity for education control over sg to pierce the air development to scream (at sy’s) disposal to seek attention ear-shattering to slam the door to express something supersonic frustrating to swear frustration tantrum to hit teeth jarring to improve to walk away independence, sense of independence to whine
Avoiding Tantrums The best way to deal with temper tantrums is to avoid them in the first place, whenever possible. Here are some strategies that may help: • Make sure your child isn’t acting up simply because he or she isn’t getting enough attention. To a child, negative attention (a parent’s response to a tantrum) is better than no attention at all. Try to establish a habit of catching your child being good (’time in’), which means rewarding your little one with attention for positive behaviour. • Try to give toddlers some control over little things. This may fulfill the need for inde- pendence and ward off tantrums. Offer minor choices such as ’Do you want orange juice or apple juice?’ or ’Do you want to brush your teeth before or after taking a bath?’ This way, you aren’t asking ’Do you want to brush your teeth now?’ — which inevitably will be answered ’no.’ • Keep off-limits objects out of sight and out of reach to make struggles less likely to develop over them. Obviously, this isn’t always possible, especially outside of the home where the environment can’t be controlled. • Distract your child. Take advantage of your little one’s short attention span by offering a replacement for the coveted object or beginning a new activity to replace the frustrating or forbidden one. Or simply change the environment. Take your toddler outside or inside or move to a different room.
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• Set the stage for success when kids are playing or trying to master a new task. Offer age-appropriate toys and games. Also, start with something simple before moving on to more challenging tasks. • Consider the request carefully when your child wants something. Is it outrageous? Maybe it isn’t. Choose your battles; accommodate when you can. • Know your child’s limits. If you know your toddler is tired, it’s not the best time to go grocery shopping or try to squeeze in one more errand.
If a safety issue is involved and a toddler repeats the forbidden behaviour after being told to stop, use a time-out or hold the child firmly for several minutes. Be consistent. Kids must understand that you are inflexible on safety issues.
to act up limit age appropriate need for sg attention span off limit to avoid outrageous battle to reward challenging safety choice to take advantage of sg to distract task environment time-out game toy
Tantrum Tactics The most important thing to keep in mind when you’re faced with a child in the throes of a tantrum, no matter what the cause, is simple and crucial: Keep cool. Don’t complicate the problem with your own frustration. Kids can sense when parents are becoming frus- trated. This can just make their frustration worse, and you may have a more exaggerated tantrum on your hands. Instead, take deep breaths and try to think clearly.
Your child relies on you to be the example. Hitting and spanking don’t help; physical tactics send the message that using force and physical punishment is OK. Instead, have enough self-control for both of you.
First, try to understand what’s going on. Tantrums should be handled differently depending on the cause. Try to understand where your child is coming from. For example, if your little one has just had a great disappointment, you may need to provide comfort.
It’s a different situation when the tantrum stems from a child’s being refused something. Toddlers have fairly rudimentary reasoning skills, so you aren’t likely to get far with explanations. Ignoring the outburst is one way to handle it — if the tantrum poses no threat to your child or others. Continue your activities, paying no attention to your child but remaining within sight. Don’t leave your little one alone, though, otherwise he or she may feel abandoned on top of all of the other uncontrollable emotions.
Kids who are in danger of hurting themselves or others during a tantrum should be taken to a quiet, safe place to calm down. This also applies to tantrums in public places.
Preschoolers and older kids are more likely to use tantrums to get their way if they’ve learned that this behaviour works. Once kids are school age, it’s appropriate to send them to their rooms to cool off. Rather than setting a specific time limit, parents can tell them to stay in the room until they’ve regained control. The former option is empow- ering — kids can affect the outcome by their own actions, thereby gaining a sense of control that was lost during the tantrum.
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to calm down physical punishment to cool off to pose threat to feel abandoned to provide comfort to handle to regain control to have sg on one’s hands reasoning skills to hit self control to ignore to spank to keep cool to take a deep breath to keep in mind
After the Storm Occasionally a child will have a hard time stopping a tantrum. In these cases, it might help to say, ’I’ll help you settle down now.’
But do not reward your child after a tantrum by giving in. This will only prove to your little one that the tantrum was effective. Instead, verbally praise a child for regaining control. Also, kids may be especially vulnerable after a tantrum when they know they’ve been less than adorable. Now is the time for a hug and reassurance that your child is loved, no matter what.
When to Call the Doctor You should consult your doctor if, e.g. you’re uncomfortable with your responses, you keep giving in, the tantrums increase in frequency, intensity, or duration, our child frequently hurts himself or others.
Your doctor can also check for any physical problems that may be contributing to the tantrums, although this is not common. These include hearing or vision problems, a chronic illness, language delays, or a learning disability.
Remember, tantrums usually aren’t cause for concern and generally diminish on their own. As kids mature developmentally and their grasp of themselves and the world increases, their frustration levels decrease. Less frustration and more control mean fewer tantrums — and happier parents.
Source: http://kidshealth.org/parent/emotions/behavior/tantrums.html#cat145
to consult a doctor physical problems to diminish to settle down hug vulnerable
4) Vocabulary practice:
What are the missing words in the following sentences? 1. Your toddler’s second temper tantrum of the day shows no signs of stopping, and supersonic, ear-………………, teeth-jarring screams pierce the air. 2. Unlike adults, kids don’t have the same ……………… or control. 3. The child is seeking …………….. or is tired, hungry, or uncomfortable. 4. Another task toddlers are faced with is an increasing need for………………. . 5. Try to establish a habit of catching your child being good (’time in’), which means ……………… your little one with attention for positive behaviour. 6. Take advantage of your little one’s short ……………… span by offering a replace- ment for the coveted object or beginning a new activity to replace the frustrating or forbidden one.
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7. If a safety issue is involved and a toddler repeats the forbidden behavior after being told to stop, use a ……………….. or hold the child firmly for several minutes. 8. Hitting and ……………. don’t help; physical tactics send the message that using force and physical punishment is OK. 9. Don’t leave your little one alone, though, otherwise he or she may feel ………………… on top of all of the other uncontrollable emotions. 10. Now is the time for a ………….. and reassurance that your child is loved, no matter what.
(autonomy, abandoned, time-out, shattering, hug, attention, spanking, rewarding, inhibi- tions, attention)
5) Reading comprehension 1. List a few signs of temper tantrums: 2. Why do temper tantrums occur more frequently among children than adults? 3. Why do tantrums start occurring in the second year? Give a few reasons. 4. What kind of control can you offer to children in order to avoid tantrums? 5. How can you take advantage of the short attention span of children? 6. What should be done in a situation when safety is an issue? 7. How should you behave when your child is having a tantrum? 8. Is giving in a good strategy? 9. What does a hug mean? 10. When should you consult a doctor?
6) Communication
Write a composition of 250 (+/- 10%) words describing • why temper tantrums occur, • at what age, • how they can be prevented • what the ’symptoms’ are, • what to do when a tantrum happens • when to seek for medical help.
7) Time for rhymes LITTLE JACK HORNER Little Jack Horner, Sat in a Corner, Eating a Christmas Pie, He stuck in his thumb, And pulled out a plum, and said ’What a good boy am I!’
THE WHEELS ON THE BUS The wheels on the bus go round and round. Round and round. Round and round. The wheels on the bus go round and round, all day long. (Make circles with fingers)
The horn on the bus goes beep, beep, beep. Beep, beep, beep. Beep, beep, beep. The horn on the bus goes beep, beep, beep, all day long. (Push with your right hand)
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The wipers on the bus go swish, swish, swish. Swish, swish, swish. Swish, swish, swish. The wipers on the bus go swish, swish, swish, all day long. (Wave hands left and right)
The baby on the bus says ’Wah, wah, wah. Wah, wah, wah. Wah, wah, wah’. The baby on the bus says ’Wah, wah, wah’, all day long.
The bell on the bus goes ’Ding, ding, ding. Ding, ding, ding, Ding, ding, ding.’ The bell on the bus goes ’Ding, ding, ding’, all day long.
The money on the bus (or: in the box) goes, ’Clink, clink, clink, Clink, clink, clink, Clink, clink, clink.’ The money on the bus goes ’Clink, clink, clink’, all day long.
The Driver on the bus says ’Move on back, move on back, move on back.’ The Driver on the bus says ’Move on back’, all day long.
The windows on the bus go up and down, up and down, up and down. The windows on the bus go up and down, all day long.
The mommy on the bus says ’Shush, shush, shush, Shush, shush, shush, Shush, shush, shush.’ The mommy on the bus says ’Shush, shush, shush,’ all day long.
The people on the bus laugh ’Ha-ha-ha, Ha-ha-ha, Ha-ha-ha. The people on the bus laugh ’Ha-ha-ha,’ all day long.
TWINKLE, TWINKLE, LITTLE STAR Twinkle, twinkle, little star, How I wonder what you are! Up above the world so high, Like a diamond in the sky, Twinkle, twinkle, little star, How I wonder what you are.
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Unit 8
Reading books for toddlers
1) Warmer Maisy, Spot, Peter Rabbit, Winnie-the-Pooh, Slinky Malinky, Gruffalo, Clifford and the Very Hungry Caterpillar Do you know these story book characters? Find pictures of them on the Internet.
2) Pre-reading task: 1. Where would you put the books in a nursery room? 2. When is the best time to read to a child? 3. Can you collect reasons for reading stories to toddlers?
3) Reading
Which Toddler Stories are Best? Choosing quality toddler stories and sharing them regularly is very important to your child’s cognitive development. Listening to stories helps your child’s speech and is a building block for learning to read later.
Fortunately most little ones love to be read toddler stories especially if they’re read to ’on demand’ as well as at bedtime. Sometimes it’s amazing how long a little toddler wants to sit and listen, often wanting the book repeated many times. Toddlers love famil- iarity for security and the repetition helps.
Which materials? As you may have discovered... toddler books for one-year-olds (and some two—year-olds) need to be tough! These enthusiastic little learners are still mastering self control and often overestimate how much strength is needed to lift a flap or turn a page.
Since it’s beneficial for even little tots to have free access to at least a few books, those need to be made of either thick cardstock or cloth. There are some lovely cloth books and they do last longer, but maybe that’s because they don’t seem to be as popular.
Paper or hardcover child story books usually last much longer in the hands of two-year- olds, though. So we use both board and paper books for their book corner at nursery (day care centre).
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Which features? Lift the flap books are a real treat. One-year-olds find the interaction that these books provide very exciting. Watch out though, the flaps are the first to get ripped. Maybe these books could be brought out only when you share them together. We have a high shelf for the more fragile books including paper ones. We often get asked, even by one- year-olds, to read a book from there and they know exactly which one they want to.
Feely books are another great way for even the smallest child to interact with the book. Toddlers like looking at pictures but touching and doing takes the learning and enjoy- ment to another level. Also, most books, including textures, are durable enough for toddlers to ’read’ without close supervision.
What about the content? Most one-year-olds and a few two-year-olds enjoy toddler books with labeled pictures of objects or actions. Even though all books you read to your toddler help their language development, these simple books are particularly good if you’re worried about late talking. You can also use these to extend your toddler’s vocabulary by describing the objects in detail.
One-year-olds prefer very simple stories, with clear uncluttered pictures on each page. Story lines about parts of a child’s routine, such as eating, bathtime or getting dressed are very popular. Another favourite theme for little tots is finding things.
Two-year-olds enjoy slightly more complex stories about families, outings and new experiences, such as seeing a dentist, having a new baby in the family or using the potty.
It’s easy to do these days, but try to have some characters that are from different cultures and backgrounds. This satisfies their prominent goal to learn about and make sense of the world around them.
Another great subject for toddler stories is, of course, animals. Young children of all ages are fascinated by what they do, what sounds they make, where they live, etc.
I’m sure you’ve found that toddlers, like most children, are attracted to TV characters. I think that the main attraction to these characters is that they’re familiar. It’s a fact that young children love repetition. I can understand that in this busy, ever-changing world, little ones can find stability in seeing the same character many times a day, on TV, toys, clothing, bedroom decor, adverts, in shops, magazines and books.
Storing Toddler Books I like to just put a few books out on a low shelf at a time and then rotate them, except for a couple of favourites. This keeps the selection interesting yet manageable for a tot.
To help your toddler’s self-esteem and independence, you could teach them to lay their books flat on the shelf, first by modelling. It is easiest for toddlers if there is just one layer and there’re spaces in between the books. This also means that your little one can easily see the selection. A bonus feature is that it’s kinder on the books, too.
I hope you enjoy cuddling up with your toddler and reading a delightful toddler story.
Source: http://www.clever-toddler-activities.com/toddler-stories.html
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Vocabulary
bathtime labeled (US) (GB: labelled) picture to be kind on sg language development bedtime to last board book late talking bonus (adj) to lift a flap book review to master building block nursery cardstock on demand character outing (e.g. family outing) cloth paper book cloth book repetition cognitive development security to cuddle up self-control day care center (US) (GB: centre) self-esteem durable to share familiar, familiarity speech to be fascinated story book feely book story line fragile supervision to get ripped toddler story goal tot hard cover tough to have access to sg treat (n) independence to turn a page to interact, interaction to watch out
4) Comprehension check a) Are the following statements true (T) or false (F)? 1. Reading stories to children is essential for their cognitive development. T/F 2. Toddlers love when stories are repeated several times. T/F 3. The material a toddler’s book is printed on is of little importance. T/F 4. A disadvantage of lift-the-flap books is that they easily get ripped. T/F 5. Feely books often make children cry. T/F 6. Two-year-olds enjoy more complex stories. T/F 7. Characters from different cultures in books should be avoided. T/F 8. Try to rotate books on the shelf. T/F b) Did you find any new information in the text? Anything you disagree with?
5) Vocabulary practice
Review the text, cover it and try to fill in the gaps below: 1. Choosing quality toddler stories and sharing them regularly is very important to your child’s ...... development. 2. Fortunately most little ones love to be read toddler stories especially if they’re read to ’on ...... ’ as well as at ...... 3. Toddlers love ...... for security and the repetition helps. 4. There are some lovely ...... books and they do last longer, but maybe that’s because they don’t seem to be as popular. 5. These enthusiastic little learners are still ...... self control and often overesti- mate how much strength is needed to ...... a flap or turn a page.
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6. So we use both board and paper books for their ...... at nursery (day care centre). 7. Lift-the-flap books are a real ...... 8. Also, most books including textures are durable enough for toddlers to ’read’ without close ...... 9. Even though all books you read to your toddler help their ...... development, these simple books are particularly good if you’re worried about ...... talking. 10. Story ...... about parts of a child’s routine such as eating, bathtime or getting dressed are very popular. Another favourite theme for little ...... is finding things. 11. I like to just put a few books out on a low ...... at a time and then rotate them, except for a couple of favourites. 12. To help your toddler’s self-...... and independence, you could teach him to lay his books flat on the shelf, first by modelling.
6) Communication: a) Writing – Book review
Go to a library or bookshop where you can browse English language children’s books. Choose your favourite one and write a book review of about 250 words about it. In your review include the following information: • main character(s), • author, • material of the book (cloth, cardboard, etc.), • type of book (e.g. lift the flap, touch and feel), • content (story, labelled pictures, nursery rhyme, etc.), • age group the book is recommended to, • why it appeals to you, • general recommendation, opinion b) Reading aloud for toddlers
1) How do you read to one child or a group of children? What is important if you want to read to children? Make a list. e.g. sitting in a circle, eye contact, mimics ………………………………………………………………………. 2) Take a toddlers’ picture book and read to your group as though they were a group of toddlers.
7) Time for rhymes: INCY WINCY SPIDER Incy Wincy Spider Climbed the water spout. (Make circles out of thumbs and forefingers, put tips together, twist upward.) Down came the rain and (Wiggle fingers while moving downward.) Washed poor Incy out. (Push outward.) Out came the sunshine (Make big circle with arms over head.) And dried up all the rain. (Hands in front, palms up, move up in rhythm.) So Incy Wincy Sprider climbed The spout again.
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IT’S RAINING It’s raining, it’s pouring, The old man is snoring. He went to bed and bumped his head And couldn’t get up in the morning.
RAIN, RAIN, GO AWAY Rain, rain, go away. Come again another day. Rain, rain, go away, Come on mother’s washing day.
THERE IS THUNDER (Tune: Are you sleeping?) There is thunder, there is thunder, (Pound floor with palms of hands.) Hear it roar, hear it roar, Pitter, patter, rain drops, Pitter, patter rain drops, (Slap knees alternately and quickly.) I’m all wet! I’m all wet! (Shake rain off hands.)
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Unit 9
Toys for toddlers
1) Warmer a) Snowball: Sit in a circle and collect words for toys in English. As you are going round the circle, repeat all the words you have heard before it was your turn. b) Play memory with toy word cards. c) Definition game: Think of toys (e.g. ball, rattle, doll) that you know in English and give their definition to your partner (or to your group if it is a group competition). They have to find out what they are.
2) Pre-reading task:
Answer the following questions: 1) Look at the picture cards and decide what kind of toy you would buy as a present for a a. six-month-old baby? b. one-year-old toddler? c. two-year-old child? d. three-year-old child?
2) Compare your list with your partner's and discuss your choices, giving reasons.
3) Can you remember your favourite childhood toys? Why did you like them so much?
3) Reading
Choosing Toys Children Really Like We often hear about the demand for one toy during the holiday shopping season. A few years ago there was a rush on a stuffed animal, like one kid saw on TV. The news reported on parents standing in store lines for hours or fighting other parents to make sure their child would have one of these toys on Christmas morning. Sad to say, after all this effort, many parents found their child playing with this toy for a few minutes, then putting it aside to play with something else.
There are lots of toys on store shelves to choose from and the cost can really add up. Children often want every toy they see in the store and on TV. It’s up to adults to choose the best toys for the money they have to spend. How do you choose good toys that chil- dren will really like to play with?
Before you buy a new toy, ask yourself the following questions about safety: • Is the toy made of sturdy material that will hold up with lots of playing? • Does the toy shoot or throw things that may hurt a child’s eyes? • Does the toy make loud noises that may harm a child’s hearing? • Does the label on a painted toy state ’nontoxic’? • Is the toy easy to wash and keep clean? • Does the toy work well? 48 TÁMOP 4.1.2.B.2-13/1-2013-0007 „ORSZÁGOS KOORDINÁCIÓVAL A PEDAGÓGUSKÉPZÉS MEGÚJÍTÁSÁÉRT”
Then look at the toy and think about how children would use it: • Can children use this toy in more than one way? • Can children decide how to play with this toy, or does it play for them? • Is the toy right for the age of the child? • Will children of other ages be able to use this toy? • Can the toy be used with other toys for playing? • Is there anything about this toy that could raise tension or cause stress for the chil- dren or you?
Great toy choices for children You can’t go wrong by choosing toys in the groups listed below.
Dramatic play — toys that help children work out their ideas about the world.
These include blocks, toy cars, trucks, planes, boats, dress-up clothes, ocean, farm and rainforest animals, insects, dolls, stuffed animals, tool sets, medical kits, doll houses, puppets, props to make a restaurant, store, post office, etc.
Small object play — toys for children (three years of age and older) to use the small muscles in their hands and fingers. Playing with small objects helps children’s learning about math and science. These include construction sets, blocks, plastic blocks that fit together, puzzles.
CAUTION: Children under three years of age should not play with small objects, which they may put in their mouths, causing them to choke. Any toy that is small enough to drop through a toilet paper tube should not be given to children under three years of age.
Art play — materials for children to use in ways they choose. These include paints, paper of all sizes and colours, crayons, markers, children’s safety scissors, glue, clay.
Physical play — helps children use their arm and leg muscles. These toys include bikes and other riding toys, balls, bats, jump-ropes, swing sets, things to climb on, or tunnels to crawl through.
Game playing — teaches children about taking turns, following rules, solving prob- lems. These toys include board games, card games, and games you or the children make up.
Toys to avoid Toys that play for the child — such as dolls, stuffed animals, phones, and books that talk, sing, dance, or jump when a button is pushed; handheld computer games that chil- dren play with by themselves; play computers that say the alphabet, colours, numbers, or make animal sounds.
Toys that teach violence — such as guns, swords, action figures of professional wres- tlers, balls made to look like bombs, toys from horror TV shows or movies.
Toys that don’t allow children to choose how to play with them — such as play-dough molds to make shapes in only one way or construction toys that can only be built in one way.
Toys that are linked to TV programs, movies, music, and video games for teens or adults — such as dolls based on teenage stars and pop music, ’pretend’ body piercings and tattoos; action figures, dolls, and other toys linked to PG-13 or R-rated movies.
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Toys that are linked to advertising, candy, and unhealthy foods — such as toys with the name or logo of a fast food restaurant on them, books or games based on name brand or junk foods.
Source: http://extension.psu.edu/youth/betterkidcare/early-care/our-resources/tip-pages/tips/ choosing-toys-children-really-like
Vocabulary
action figure to make sure to add up to make up alphabet marker animals: farm animal, rainforest animal math (US)/ maths (UK) art play medical kit ball non-toxic bat paper of ... colour, ... size blocks (wooden or plastic) physical play bike plane board game play a game / with a toy boat playdough mold bomb prop body piercing puppet candy puzzle card game to raise tension to cause stress riding toy children under 3 years of age safety scissors to choke science Christmas morning shelf (shelves) clay to shoot climb on shopping season construction set / game small muscle crayon small object play crawl through to solve a problem doll to stand in a line doll house stuffed animal dramatic play sturdy dress-up clothes swing set fast food restaurant sword follow rules take turns glue tattoo to go wrong to teach violence gun teenage star to harm hearing toilet paper tube to hurt the eyes tool set in more than one way toy insect toy car jumprope tunnel junk food truck to keep clean tv show to make a shape unhealthy food to make (animal) sounds wrestler
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4) Vocabulary practice a) Word cards – check if you know what these toys are: alphabet abacus, ball, board game, building blocks, bucket, choo-choo train, doll, doll house, dump-truck, finger paint, jigsaw/floor/giant puzzle, growth chart, hopscotch, humming top, jack-in-the box, jumprope, learning workbench, magnetic dress-up, mobile, monkey bars, pattern blocks, piggy bank, playmat, playdough, press-and-go train set, push-toy, rampway, rattle, rocking horse, sand-box, sand toys, scooter, see-saw, slide, shape blocks, shape box, stacking blocks, step stool, swing, teether, touch-and-feel puzzle, train set, wooden abacus, wooden alphabet blocks, b) Group the toy word-cards into the following categories:
Dramatic play: Small object play: Art play: Physical play:
...... c) Match the two parts of the phrases in the boxes: harm up go eyes add clean make wrong keep sure hurt shape cause hearing make up make stress
5) Comprehension check:
Are the following statements true (T) or false (F)? Please circle the answer. 1. Toys need to be made of sturdy materials so that they can last long. T/F 2. You need to be careful since some toys may do harm to a child’s eyes or hearing. T/F 3. Good toys can be used only in one way. T/F 4. Dramatic play helps children use their leg muscles. T/F 5. Examples for dramatic play include blocks, tool sets, medical kits and doll houses. T/F 6. Toys for small object play encourage children to use their small muscles in their hands and fingers. T/F 7. Riding toys, bikes, jumpropes, swings, tunnels to crawl through belong to physical play. T/F 8. Toys for physical play teach children taking turns, following rules and solving prob- lems. T/F 9. Toys that play themselves or teach violence should be avoided. T/F
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6) Communication – Writing:
You are working on a catalogue for a toy store. Write a 30-word description for the following toys:
Jump rope Safety Scissors Tunnel Doll house Blocks
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7) Time for rhymes: WHERE IS THUMBKIN? Where is Thumbkin? Where is Thumbkin? (Begin with two fists behind back.) Here I am! (Bring out one fist with thumb raised.) Here I am! (Bring out other fist with thumb raised.) How are you today, sir? (Bend one thumb up and down.) Very well, I thank you. (Bend other thumb up and down.) Run away, (Return one hand behind back.) Run away.
Repeat with each finger: Pointer, Tall Man, Ring Man and Pinkie
ONE, TWO, THREE, FOUR, FIVE One, two, three, four, five, Once I caught a fish alive, Six, seven, eight, nine, ten, Then I let it go again.
Why did you let it go? Because it bit my finger so. Which finger did it bite? This little finger on the right.
CLAP YOUR HANDS 1.Clap, clap, clap your hands As slowly as you can. Clap, clap, clap your hands As quickly as you can.
2. Shake, shake, shake your hands ... 3. Roll, roll, roll your hands ... 4. Rub, rub, rub your hands ... 5. Wiggle, wiggle, wiggle your fingers ... 6. Pound, pound, pound your fists ....
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Unit 10
Games
1) Warmer
In pairs write down the rules of a playground game you used to play as a child. Read the rules to another pair and let them find out which game you were talking about.
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2) Pre-reading task: a) Your teacher is going to show you the following objects: • a blanket and a teddy bear, • a gift bag, • some cereal boxes, • sticky notes and a crayon, • a poster board, • masking tape and a crayon, • a shoe box and some markers. Try to come up with ideas about how you toddlers could play games with those ob- jects. Share your ideas with the group. b) Listen to the teacher’s instructions and play some of the games described in the reading exercise.
3) Reading
Bear Cave Hunt Find the bears in the cave! All kids love to build and play with tunnels. Use your couch and some pillows to make a small tunnel/cave for your toddler to climb into. Then find 3 teddy bears and place them inside the tunnel for your child to find. (Or print out the sheet of bears and cut them out). Tell your child that she needs to find the bears in the tunnel and bring them out! If the tunnel falls over, just let her help you to build it again. As she finds the bears, count them, 1, 2, 3 and talk about the size of the bears! Yay, great job in finding those bears!
Supplies Needed: - couch and pillows (or tent tunnel) - teddy bears (or print a sheet of three bears)
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Tips/Suggestions: - This is an activity for any toddler, young or old. - Let your toddler colour in the bears before you cut them out. - Talk about what sounds a bear makes. - Visit a Virtual Zoo to see a video of a bear by clicking on.
Source: http://www.toddlertoddler.com/indexvirtualzoo.htm
Toddler Dominoes It seems like all toddlers like to knock things down! This activity will let them do just that with some cereal box dominoes. Take a few of your empty cereal boxes and line them up on the floor. Push one at the end to show your toddler how they all fall down. Your toddler will enjoy looking at the boxes and knocking them down. You can even put a rattle inside each box so that they make some noise when they fall over.
Supplies Needed: - empty cereal boxes - rattles
Tips/Suggestions: - Your toddler might just want to step on the boxes, stack them or move them around the room. Go with it! - You can point out some of the pictures and colours on the boxes while you are playing with them.
Gift Bag Treasures! Everyone has tons of gift bags stored in the closet from past parties and showers. Here’s a good time to use them. Take about 5 or six of them, open them up and put them on the floor. (This is one of those toddler activities where your toddler might have more fun with the objects rather than the planned activity.) Have your toddler look in each bag to see if there is anything in it. Then place an object (ball, apple, doll, truck) in one of the bags and mix them up. Now have your toddler look again. When he finds the object congratulate him/her with clapping and much excitement! This way he/she will become enthusiastic to do it again!
Supplies Needed: - gift bags ( or paper bags will do) - small objects
Tips/Suggestions: - For some of the older toddlers, put an object in each bag and when she looks inside review the word for that object. - Get some exercise in and put the gift bags around the room or house so that your child will have to walk to each bag and look to see if there is anything inside! - If your gift bags have different colours or objects on them, you can talk about them while your toddler looks for the hidden treasures.
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Go Fish! Sticky Fish! This is a great activity for those toddlers that like to get their hands into everything. Take about 10 sticky notes and draw a fish on 6 of them with a crayon. Then lay each individual sticky note down on the floor or on a table with the sticky side up. You’ll want to show your toddler how to play this game first before she does it. Tell your toddler that you are going fishing and then place your hand on top of one of the sticky notes. It will stick to your palm. Then lift your hand up and turn your hand over to show your toddler the note and the picture of the fish on it. Then say ’Wow! I just caught a fish!’ Do it again and when you get a blank note, say ’No fish there!’ Now it’s your toddler’s turn. You can do this again and again until the stickiness of the notes runs out. ( Or when your toddler crum- bles up the paper enough!).
Supplies Needed: - 10 sticky notes, crayon
Tips/Suggestions: - As your toddler catches the fish, count them too!
Holes Game Take a big piece of poster board and cut some holes in it, big enough to put your head or hands through. Then tape one side to a wall. Now let your toddler stand on one side and you sit on the other. Have her put some objects through the holes and pass them back to her. She can even stick her hand through and you can tickle it or grab it. Use stuffed animals and have her put them through the big hole. Then you can toss it back to her!
Supplies Needed: - poster board - tape - scissors
Tips/Suggestions: - You’ll see that your toddler will just enjoy putting things through the holes so give her a basket of small items/toys to put through. Then let her gather them from the floor put them in her basket and do it again!
Indoor Toddler Hopscotch! Just because it is rainy outside it doesn’t mean you can’t have fun inside! It’s time to have fun with playing hopscotch in your living room or kitchen. Take some masking tape (or even the painter’s blue masking tape) and create the diagram to the right on your rug/floor. Then have your little toddler toss a small toy at the squares. Have her walk/jump over the squares to get to the toy and pick it up. As she is jumping on each square be sure to call out the number. Then have her bring the toy back to you and you take your turn! This is a great way to get some exercise and learn your numbers, even if it’s a rainy day!
Supplies needed: - floor space - masking tape
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Tips/Suggestions: - Your toddler might want to pull up the tape when she/he sees you putting it down. You can try to create the hopscotch board during nap time to try to avoid this. But, it’s okay if he/she starts to pull it up. She’ll learn how tape is sticky and how it feels on her fingers.
Marker Box Fun! This is a great activity that your toddler will surely enjoy. All you need is a shoebox and markers. Take some scissors and punch holes in the bottom of the box. Take a marker and push it through each hole. (Depending on the depth of the box, you might need to cut a couple inches around the top so that when the markers are put in the hole they will hit the ground and stand upright as shown in the photo.) After you have created all the holes and put the markers in, let your toddler have fun taking them out and putting them back in again. Talk about the colours and try to match them up!
Supplies Needed: - shoe box - scissors - markers
Tips/Suggestions: - Turn the markers upside down so that you can’t see the cap colour and try to play concentration and make a match!
Source: http://www.toddlertoddler.com
Vocabulary
blank (to) mix up cave (to) open up cereal box nap time (to) clap palm concentration (to) pass back (to) congratulate pillow crayon playground game crumble poster board diagram (to) punch a hole domino (to) rattle enthusiastic (to) review excitement (to) run out (to) fall down shower (e.g. wedding, baby shower) (to) fall over (to) stand upright get some exercise (to) stick through gift bag sticky note go fish (= card game) stuffed animal (to) grab (to) toss back hopscotch turn /take one’s turn (to) line up treasure (to) look in teddy bear (to) make a sound/noise (to) tickle marker /cap of a marker tunnel masking tape upside down (to) match up wow 57 TÁMOP 4.1.2.B.2-13/1-2013-0007 „ORSZÁGOS KOORDINÁCIÓVAL A PEDAGÓGUSKÉPZÉS MEGÚJÍTÁSÁÉRT”
4) Vocabulary practice: a) Google the following playground games and find out their rules: a. Hopscotch. b. What’s the time Mr Wolf? c. Queenie, Queenie d. Please Mr Crocodile e. Go fish. (this is not a playground game) b) Match the verbs with the prepositions: stick ...... back open ...... up match ...... through run ...... up fall ...... in line ...... over fall ...... up toss ...... over look ...... back mix ...... up pass ...... out
5) Comprehension check: 1. Which of the games involves plenty of exercise? 2. Which game is based on a card game? 3. Which game may help children learn about colours? 4. Which game involves handling objects? 5. In which game do toddlers need to find objects? 6. Which game may include hiding, cuddling?
6) Communication a) Speaking Go home and look around the house. Find an object that can be exploited for a toddler game. Write down the instructions, materials and supplies you need for the activity.
Next time teach the game to the group. Make sure you have practiced giving instructions! b) Writing Write down the rules of one of the playground games you played as a child......
7) Time for rhymes: EENY, MEENY, MINY, MOE Eeny, meeny, miny, moe, Catch a tiger by the toe. If he hollers, let him go, Eeny, meeny, miny, moe.
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ONE POTATO, TWO POTATO One potato, two potato, Three potato, four, Five potato, six potato, Seven potato, more!
IBBLE OBBLE Ibble, obble, black, bobble, Ibble, obble, out.
THE BEEHIVE Here is the beehive. (Make a fist) Where are the bees? Hidden away where nobody sees. (Point to fist.) Here they come creeping out of their hive – One, two, three, four, five! (Slowly lift thumb and fingers one at a time.) They’re alive! Bzzz. (Wiggle fingers.)
IF YOU’RE HAPPY AND YOU KNOW IT If you’re happy and you know it, Clap your hands. (Clap your hands twice.) If you’re happy and you know it , Clap your hands. (Clap your hands twice.) If you’re happy and you know it, And you really want to show it, If you’re happy and you know it, Clap your hands. (Clap your hands twice.)
Continue with: If you’re mad and you know it, stamp your feet... If you’re excited and you know it, wave your arms ... If you’re sad and you know it, rub your eyes ... If you’re silly and you know it, shake your head ...
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Answer keys
Unit 1
4) Vocabulary practice
Which words correspond with the following definitions? a. a brother or a sister: ..sibling.... b. daily routine: ...schedule...... c. afternoon sleep: ..nap-time.... d. be happy, develop well: ..thrive on.. e. red spots on the skin, caused by dirty nappies: ..diaper rash... f. a type of medicine that is available without a prescription: ..over-the-counter product... g. to do the same things at the same time: ..routine... h. to calm somebody: ....to soothe... i. clothes that you put on: ...outfit..... j. the organ where the embryo develops: ....womb...... k. a person who easily feels hurt or insulted: ...sensitive...... Unit 2
4.a Vocabulary practice fever – pediatrician – dosage – symptom – shot – weight Unit 3
4) Vocabulary practice a) Read these words and match them with their definitions. safety strap a strip of leather/plastic for fixing unfasten ’unfix’, loosen diaper tab a small flap of material for fixing wipe to rub a surface lightly to remove dirt infection a change in the body due to e.g. dirt getting inside newborn a very young baby cleanse to rub a surface lightly to remove dirt rashes any skin eruption, usually caused by irritants irritation the condition of being irritated baby’s bottom baby’s buttocks ointment medicated preparation applied to the skin umbilical stump the part of the cord that remains after it has been removed belly tummy Unit 4
4) Vocabulary practice – write the missing letters in the words: egg yolk, cereal, beverage, whole milk, portion, formula, messy, dairy, cracker, serving, semi-solid, crunchy
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Unit 5
4) Vocabulary practice a) Match the two parts of the phrases: gather up hold something open stress level go gooey in one go top and tail head control get caught in a hole do up the fastening guide through Unit 6
5. Comprehension check a. T b. F c. T d. T e. F f. T Unit 7
4) Vocabulary practice:
What are the missing words in the following sentences? a. Your toddler’s second temper tantrum of the day shows no signs of stopping, and supersonic, ear-…shattering…, teeth-jarring screams pierce the air. b. Unlike adults, kids don’t have the same ……inhibitions… or control. c. The child is seeking …attention….. or is tired, hungry, or uncomfortable. d. Another task toddlers are faced with is an increasing need for…autonomy…. . e. Try to establish a habit of catching your child being good (’time in’), which means … rewarding…… your little one with attention for positive behaviour. f. Take advantage of your little one’s short …attention… span by offering a replace- ment for the coveted object or beginning a new activity to replace the frustrating or forbidden one. g. If a safety issue is involved and a toddler repeats the forbidden behaviour after being told to stop, use a …time-out….. or hold the child firmly for several minutes. h. Hitting and …spanking…. don’t help; physical tactics send the message that using force and physical punishment is OK. i. Don’t leave your little one alone, though, otherwise he or she may feel …aban- doned…… on top of all of the other uncontrollable emotions. j. Now is the time for a …hug.. and reassurance that your child is loved, no matter what.
(autonomy, abandoned, time-out, shattering, hug, attention, spanking, rewarding, inhibi- tions, attention)
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Unit 8
5) Vocabulary practice
1. cognitive 2. demand, bedtime 3. familiarity 4. cloth 5. mastering, lift 6. book corner 7. treat 8. supervision 9. language, late 10. lines, tots 11. shelf 12. esteem Unit 9
4) Vocabulary practice c) Match the two parts of the phrases in the boxes: 1. harm - hearing 2. go - wrong 3. add - up 4. make - up 5. keep - clean 6. hurt - eyes 7. cause - stress 8. make - sure 9. make - shape Unit 10
4) Vocabulary practice:
b) Match the verbs with the prepositions: a. stick through b. open up c. match up d. run out e. fall over f. line up g. fall over h. toss back i. look in j. mix up k. pass back
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Sources
Unit 1 http://tlc.howstuffworks.com/family/baby/10-baby-care-tips.htm Unit 2 http://www.parentsconnect.com/parenting-your-kids/baby/care/baby-health-tips.html http://www.babycentre.co.uk/a78/common-cold#ixzz2ZOot0cpC Unit 3 http://babyparenting.about.com/cs/diapering/ht/changediaper.htm Unit 4 http://www.oregondairycouncil.org/resources/free_downloads/downloads/How_To_ Feed_Baby-English.pdf Unit 5 http://www.askamum.co.uk/Baby/Search-Results/Clothes/How-to-dress-your-baby/ Unit 6 http://www.keepkidshealthy.com/parenting_tips/potty_training/index.html http://www.youtube.com/watch?v=1bAKUxFtoWY Unit 7 http://kidshealth.org/parent/emotions/behavior/tantrums.html#cat145 Unit 8 http://www.clever-toddler-activities.com/toddler-stories.html Unit 9 http://extension.psu.edu/youth/betterkidcare/early-care/our-resources/tip-pages/tips/ choosing-toys-children-really-like Unit 10 http://www.toddlertoddler.com
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Rhymes
Bell, P.C. & Nipp, H. S. (2007). Wee Sing Children’s Songs and Fingerplays. New York: Price Stern Sloan. Bell, P.C. & Nipp, H. S. (2007). Wee Sing for Baby. New York: Price Stern Sloan. Cravath, L. (2001). My First Action Rhymes. New York: Scholastic. Hudák, I. (1988). Sing a Song of Sixpence. Budapest: Novotrade.
64 This book has been written for students of infant and early childhood and focuses on practical issues they are likely to face in their future careers. The goal of the author is to expand students’ professional vocabulary and develop their communicative skills within the topic areas covered in the book. By acquiring the special language the students will be able to discuss issues of baby care with parents, talk about professional matters with colleagues in a bilingual crèche or read professional literature in English.
ISBN 978-963-284-600-2